TY - JOUR

T1 - International scaling of sustainability continuing professional development for in-service teachers

AU - Redman, Erin

AU - Murphy, Cliona

AU - Mancilla, Yasmany

AU - Mallon, Benjamin

AU - Kater-Wettstädt, Lydia

AU - Barth, Matthias

AU - Ortiz, Maria Gabriela

AU - Smith, Greg

AU - Kelly, Orla

N1 - Funding Information: 5. Each team of teachers work together to develop and implement a school project, with small seed funding provided to each school (funded by GCSO). Throughout the professional development the teachers were to envision what a sustainable school looks like and how they can be part of the process in leading the transition. The sustainability project was the first step on this envisioned sustainability trajectory, with other milestones discussed on the path towards sustainability. Publisher Copyright: © 2021 by Author/s and Licensed by Veritas Publications Ltd., UK.

PY - 2021/5/27

Y1 - 2021/5/27

N2 - Continuing professional development (CPD) offers a strong opportunity to transform schools quickly enough to support today’s students in developing the capacity to address urgently needed sustainability solutions. While there have been some efforts in these directions, so far attempts have not been made to demonstrate whether these approaches to sustainability CPD can be scaled up internationally to the level necessary to meet the need to integrate sustainability across subjects and grade levels. Through this multi-national collaboration, we shared a model and implemented it across three very different contexts. The results of this two year project are reported and the important contextual factors for the competence development of teachers are identified. The model utilized here demonstrated success despite significant barriers at each implementation site. We identify three universal features that will create transformative sustainability CPDs: 1) Sufficient contact hours 2) Solutions not problems and 3) Competencies not content.

AB - Continuing professional development (CPD) offers a strong opportunity to transform schools quickly enough to support today’s students in developing the capacity to address urgently needed sustainability solutions. While there have been some efforts in these directions, so far attempts have not been made to demonstrate whether these approaches to sustainability CPD can be scaled up internationally to the level necessary to meet the need to integrate sustainability across subjects and grade levels. Through this multi-national collaboration, we shared a model and implemented it across three very different contexts. The results of this two year project are reported and the important contextual factors for the competence development of teachers are identified. The model utilized here demonstrated success despite significant barriers at each implementation site. We identify three universal features that will create transformative sustainability CPDs: 1) Sufficient contact hours 2) Solutions not problems and 3) Competencies not content.

KW - Sustainability education

KW - sustainability education

KW - continuing professional development

KW - in-service

KW - 17 scaling solutions

KW - education for sustainable development

UR - http://www.scopus.com/inward/record.url?scp=85111261471&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/6ceb4273-efc6-397b-b94a-def45065b387/

U2 - 10.21601/ijese/10936

DO - 10.21601/ijese/10936

M3 - Journal articles

VL - 17

JO - Interdisziplinary Journal of Environmental and Science Education

JF - Interdisziplinary Journal of Environmental and Science Education

SN - 2633-6537

IS - 3

M1 - e2243

ER -